The results of semantic differential scores lead to the conclusion that there was no significant change in student attitudes when transferred from a concept approach in science to the process-oriented method of Science--A Process Approach. (CP)

Investigated were (1) how participation in a particular program in biology affected student attitudes toward science and toward the study of science, and (2) whether the student participants in this program developed an understanding of the processes of science. Students in six high schools were involved in this investigation. An…

Using a specially-constructed category system (CATS), biology lessons are analyzed for attribute-treatment interaction (ATI) and the data submitted to analysis. Relationships between fifteen individual predictors (general ability, four personality factors, two cognitive preferences, treatment, and seven first-order attribute-treatment…

In order to study the mechanism of student interest in a physical science course when the majority of students were interested in fields other than science, a system of measuring instruments was applied for detection of significant differences between two teaching methods used for this course. The study utilized the measured responses of 105…

The study was designed to assess the effects of Intermediate Science Curriculum Study (ISCS) Level One in terms of (1) fostering positive growth in the scientific attitudes associated with the nature of scientific laws, the limitations of science, and the desirability of science as a vocation; (2) enhancing the self-reliance level; and (3)…